16–26 monthsSpeakingCommunication and Language: Speaking
Beginning to talk about people and things that are not present.
Observe whether the child: beginning to talk about people and things that are not present.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Mentions an absent person or thing when prompted (e.g., repeats a name) but does not do so consistently or independently. References are often single words and may be unclear without adult context.
What you might see
When asked ‘Where is Daddy?’, does not respond verbally and instead looks around or changes activity.
Only labels items that are in sight; does not name a favourite toy/person when they are not present.
Repeats an adult prompt (e.g., adult says ‘Nana’ and child echoes ‘Nana’) but does not mention Nana again later.
Says a name (e.g., ‘Daddy’) once when distressed, but cannot use it again to communicate a need or expectation.
Expected
On track
Talks about some people/things not present in supported, familiar routines (e.g., ‘Daddy’ at the door, ‘park’ before going). Uses simple words/phrases to refer to recently experienced events or expected routines.
What you might see
Before going out, says ‘park’ or ‘car’ and looks toward the door, indicating talk about an upcoming event.
Points to a photo and says the person’s name (e.g., ‘Grandad’) even though the person is not present.
Exceeding
Going further
Spontaneously refers to absent people, objects, and places across contexts (home/outdoors/childcare) and can do so without immediate prompts. Uses this talk to share memories, expectations, or needs (e.g., asking for an absent toy).
What you might see
Says ‘Daddy work’ when Daddy is not present, without being prompted, and links it to the situation (e.g., at morning goodbye).
Asks for an absent object (e.g., ‘teddy?’) and searches/requests help to find it.
Talks about a past event later the same day (e.g., ‘doggy’ + ‘woof’ after the walk) without a direct prompt.
Mentions a person and an associated plan (e.g., ‘Nana come’ at the usual visit time) and checks for confirmation.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, talk briefly about the day and pause: ‘We went to the park today…’ Notice whether your child adds a word about something not currently present (park, dog, Nana).
During meals, ask ‘Who isn’t here right now?’ or ‘Where’s Daddy?’ and observe whether your child uses a name or place word to refer to someone absent.
When getting ready to go out, pause at the door and wait. Notice whether your child talks about where you are going (shop, car, park) before seeing it.
Look at family photos and then put them away. A little later, notice whether your child brings up a person from the photos without seeing them.
When a favourite item is missing, wait briefly before helping. Notice whether your child names the missing item/person and seeks help.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) (DM2012), Communication and Language: Speaking, 16-26 months.
The construct is a framework-native marker of emerging representational language: talking beyond the immediate perceptual context.
Developmental research
Piaget, J. (1954). The Construction of Reality in the Child. Basic Books.
Classic constructivist work links toddlers’ growing capacity for mental representation to communication about absent objects and events.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Talk is mostly about the here-and-now; rarely mentions people or objects unless they are visible or immediately available. May rely on pointing or bringing items instead of referring in speech.
When asked ‘Where is Daddy?’, does not respond verbally and instead looks around or changes activity.
Only labels items that are in sight; does not name a favourite toy/person when they are not present.
Emerging
Mentions an absent person or thing when prompted (e.g., repeats a name) but does not do so consistently or independently. References are often single words and may be unclear without adult context.
Repeats an adult prompt (e.g., adult says ‘Nana’ and child echoes ‘Nana’) but does not mention Nana again later.
Says a name (e.g., ‘Daddy’) once when distressed, but cannot use it again to communicate a need or expectation.
Developing
Talks about some people/things not present in supported, familiar routines (e.g., ‘Daddy’ at the door, ‘park’ before going). Uses simple words/phrases to refer to recently experienced events or expected routines.
Before going out, says ‘park’ or ‘car’ and looks toward the door, indicating talk about an upcoming event.
Points to a photo and says the person’s name (e.g., ‘Grandad’) even though the person is not present.
Secure
Spontaneously refers to absent people, objects, and places across contexts (home/outdoors/childcare) and can do so without immediate prompts. Uses this talk to share memories, expectations, or needs (e.g., asking for an absent toy).
Says ‘Daddy work’ when Daddy is not present, without being prompted, and links it to the situation (e.g., at morning goodbye).
Asks for an absent object (e.g., ‘teddy?’) and searches/requests help to find it.
Reflexive
Uses absent reference flexibly: brings up past/future events, links people with places/actions, and may initiate short narratives (‘Nana gone car’). Uses language to plan and coordinate (what happened/what will happen) with others.
Talks about a past event later the same day (e.g., ‘doggy’ + ‘woof’ after the walk) without a direct prompt.
Mentions a person and an associated plan (e.g., ‘Nana come’ at the usual visit time) and checks for confirmation.
